Purpose: This research explores the ways in which a pre-service teacher (Deidre) reflects on experiences to develop transformation into a professional educator. This study investigates how pre-service teachers engage in dialogue and art to elaborate and reflect on learning experiences, which provide evidence of mindshift and emergent knowledge and teacher identity. Design/methodology/approach: Often difficult to measure and trace, this work presents the emerging transformation of a pre-service teacher through ethnographic methodology, stories and artful practice. Findings: As part of a larger study, the design reveals transformative mindshift from pre-service teacher reflective stories. Data from interviews and artful practice reveal evidence of moments of pedagogical impact, which contribute to identity and professional practice (Clandinin et al., 2006; Loughran, 2006). Social implications: Focusing on "what", "when" and "how" transitions occur is explored to further understand the professional development in initial teacher education. Originality/value: Building on research undertaken by Cochran-Smith and Lytle (1999), this investigation draws on artful reflections and stories to evidence elements of powerful pedagogical learning in order to teach in the world of professional practice.